Amy he Loomis Chaffee GESC
My Global & Environmental Identity
Born in Beijing, China, I spent part of my childhood there before moving to Hong Kong in 2014. In 2023, two years after coming to the U.S. for boarding school, my family relocated again to Great Neck, New York. While this constant moving throughout my life makes identifying “where I’m from” a complicated task, I am proud to be the product of various cultures, from “old Peking” values instilled by my grandparents, Cantonese norms from my Hong Kong peers and mentors, the daily presence of my Filipino helper/ auntie, and Western influences from my education in international schools and Loomis.
My role as an environmental citizen penetrates through small actions I commit to daily, such as choosing to adopt a vegan lifestyle four years ago, bringing my water bottle everywhere I travel, and educating myself on current environmental news. I also love spending time in nature, with running cross country being one of my favorite activities since I get to chat with my friends as I observe the changing colors of the fall leaves and find mushrooms along the trails. Ceramics is another way I feel connected to the natural world by creating art using clay literally harvested from the earth. I love to express my cultural identity through my works, for instance, by learning and practicing making the traditional Chinese 青花瓷 (blue and white porcelain) this past year.
To me, global and environmental studies means discovering my place in the ever-changing world in order to solve relevant current global and environmental issues. In GESC this year, I hope to continue exploring my own global and environmental identity by working and talking with people of different backgrounds, such as domestic students who grew up in a predominantly American culture that I’m yet to be familiar with, despite having lived in the US for three years. As I approach the end of my time at Loomis, I hope to continue to learn about and celebrate the diverse perspectives and cultures of the people I'll encounter and the places I’ll go.
Global & Environmental Resume
GESC-designated Courses
- World History: Systems of Justice and Injustice
- CL English IV: Literature and the Environment
- CL History Seminar: Topics in Modern East Asian History
- Comparative Religion
- Developmental Psychology
- CL French IV
- Approved GESC Petition - Ceramics
Elective Courses
- E-Mag: As the founder and Editor-in-Chief of E-Mag, LC's student environmental publication, I write and edit articles covering school and global environmental issues. This includes editing a series of articles on LC food waste in 2023 and 2024, writing an article on Kirk the Tortoise this term, and publishing an issue dedicated to environmental justice last winter. Throughout the three years of working for E-Mag, I have not only gained an understanding of global environmental issues, but also become more aware of how to encourage environmental awareness among the people around me and prompt them to take action.
GESC Experiential Education
Scandinavia IEP: In 2023, I visited Scandinavia with the Alvord Center to study sustainable cities and innovation. We biked around Copenhagen to about sustainable transportation, conversed with farmers and leaders on Samso Island to discuss both the environmental and socioeconomic benefits of renewable energy, and toured around Malmö neighborhoods to learn about green urban planning. This trip opened my eyes on the work that still needs to be done in cities around the world, especially the United States, and encouraged open discussion between other passionate peers on environmental issues and our hope for a better future.
Additional GESC Travel & Work
- Jingdezhen, China: In 2023 and 2024, I traveled to Jingdezhen, China's porcelain capital, to learn more about historical Chinese ceramics and the global trade surrounding it. Through visiting museums, conversing with local artisans, and studying as an apprentice with a blue and white (Qinghua) porcelain painter, I enhanced my understanding of how ceramics has opened China's doors on trade and culture sharing, and also learned traditional techniques that I integrated into my own ceramic works.
- E-Proctor: As an E-Proctor, I help with LC environmental initiatives. For instance, I helped with bottling maple syrup last year, which also helped develop a greater personal appreciation for the local environment I live in. I am currently working in the greenhouse task group, helping maintain its plants and working towards its further restoration.
Learning Artifacts
GESC Coursework
- People, Animals, and Society: Revealing Human Truths Through Animals in Parable of the Sower
- This paper from CL English IV: Literature and the Environment examines how descriptions of animals across the dystopian novel reveal trends within humanity. This assignment discusses themes relevant to current global events and environmental challenges. In particular, I “investigated how history, culture, and science shape the modern world” by exploring how, within the growing climate crisis in the text, “people have begun to control not only other species but also each other, [where] those with more power dominate the vulnerable, treating them not as sentient life, but as replaceable commodities.” Though the text is a dystopian novel, it sets shocking parallels with current events, prompting me to “analyze connections between local and global issues.” The climate crisis is caused not only by humans’ exploitation of natural ecosystems but also prompts injustice within the human species. For instance, the Global South is disproportionally affected by poverty, natural disasters, and resource deprivation as a result of climate change field by Western nations. In this assignment, I also “developed empathy for other perspectives” by calling action to “a change in attitude towards other living beings, both animal and human. By viewing and treating other individuals with humility and respect, humanity can forge a path toward a hopeful future of solidarity, finding harmony between and within the natural and human worlds.”
GESC Seminars
Seminar #2: For our second GESC seminar, we traveled to the Connecticut Museum of Culture and History to learn more about the people who have immigrated to Connecticut. While I’ve previously assumed that Connecticut was not a state with a large population of immigrants, this experience challenged my preexisting understanding. In fact, I realized that Connecticut is filled with diverse groups of people who came here for different reasons, and immigration is a mutually beneficial phenomenon for both the immigrants and the state. For instance, the H2-A visa benefits immigrant employees who can earn higher wages here than back home, and they also spend money in Connecticut towns that improve the local economy. However, there are issues too. Learning about how obtaining the H2-A visa depends greatly on luck made me reflect upon the book Tortilla Curtain read in Literature and the Environment. Oftentimes, many people who intend on immigrating to the US are unable to obtain a visa, so they are prompted by desperation to enter the country illegally. This trip made me reflect upon why most people, like the past me, are not aware of how prevalent immigration is in Connecticut. How can we foster further understanding of this issue for those who are unable to visit this museum?
Seminar #4: In GESC Seminar #4, AnaAlicia introduced Nourish My Soul and explained the concept of food sovereignty. By promoting youth leadership and inviting community members to participate first-hand in food growing, Nourish My Soul fosters the connection between humans and the food we eat. I’ve “enhanced my understanding” by “questioning prevailing assumptions” through this activity. I was intrigued by how Nourish My Soul’s proposed solution to food injustice, food waste, and corporate food systems — one that appears to be solely “environmental” – works because it helps more than the environment. By planting their own food and relying on each other to feed themselves, communities improve their health, bond with one another, and save money. Thus, I learned that environmental solutions must have human connections. This experience also taught me more about the food co-op system. As an environmentalist, I hope that one day I can also participate in a community-driven system as such. However, I’ve also been inspired to “seek knowledge” and “take action” to conduct further research — I wonder if my identity as a Chinese student/ immigrant living in the United States will make this difficult. How can I access Chinese vegetables (non-native to the US), condiments, and other prepared foods without contributing to the corporate food system? Or, a different question – how can we change the corporate food system so that it supports food justice and equity?
Seminar #5: In GESC seminar #5, I attended the River Schools Eco Summit, hosted by NMH on February 23rd, 2025. During the summit, I attended a workshop on using eDNA to study the presence of shortnose sturgeon in the CT river and another on sustainable businesses hosted by outdoor adventurer Bruce Lessels. The activities and workshops all pushed me to "seek knowledge" --- in particular, "investigate how history, culture, and science shape the modern world." While I originally thought that the workshops I signed up for would be a direct exploration of scientific studies and ecology research, I later realized that all the speakers sought to discuss how their research and stories connect to cultural and historical contexts. However, after attending the workshops and especially listening to the guest speaker David Brule discuss indigenous culture and their connection to the CT river, I've realized that environmental stewardship is composed of multiple dimensions. It is impossible to conduct scientific research without studying how it applies to a human, societal context. During this valuable opportunity, I also "developed empathy for other perspectives" through connecting with students from other schools. Not only did we discuss the environmental challenges at our respective schools and the issues we've faced when trying to counteract them, we also expressed our appreciation for our local environment for its connection to the CT river.
GESC Electives
GESC Experiential Education
Capstone Project
A Global Exploration of Wild Clay: Making Ceramics Using Loomis-Harvested Clay
Project rationale
In an era of extreme consumerism, people think little of where the resources and products they purchase come from. This disconnection prompted Rachael & I to rethink where the material we use for ceramics originates and find its local counterpart right here on the island. By using Loomis-sourced clay in this project, we hope to encourage a more mindful and environmentally responsible approach to the art we love. By working with materials from the land itself, we hoped to reduce reliance on industrial mining, minimize waste, and foster a deeper appreciation for the environment around us.
Target Audience
The target audience of this project is both those interested in ceramics and the Loomis community in general. Even though this project centers around the issue of clay and its global and environmental applications, this project also raises discussion on resource use, which is an issue that concerns everyone. By using clay directly harvested from the base of Culbert Hall, we hoped to invite Loomis community members to appreciate the land we live on and reflect upon the connection between the resources we use and the origins they came from.
Project Process
These pieces were created from Loomis' wild clay, which was harvested by the physical plant when they were digging for the foundation for Culbert Hall. We first dried out the raw clay, submerged it in water, and strained it to remove rocks to create a workable material. Then, we began a series of experiments to learn about the properties of the clay. For instance, initial throwing attempts made us realize that the clay was prone to cracking and could not hold its weight very well. Hence, we added bentonite, which increases plasticity, to the clay body, as well as sand to increase strength. Afterwards, we threw pots with the clay as usual and conducted test firings. When firing the clay at cone 6 (high temperature), we realized that our works melted in the kiln. Thus, we adjusted the kiln to find the temperature that ensured successful firing. Though both Rachael and I had previous experience in ceramics, working with an entirely new type of clay was certainly challenging due to its unpredictability. However, we found much. joy in experimentation and learning from our mistakes --- which ultimately helped us overcome this challenge.
Visual Interests
Project Reflection (To be written upon conclusion of your Capstone, 250-300 words)
Overall, I am very proud of my final product and its impact. Not only was this project a valuable opportunity for me to further advance my interest in ceramics, but I was also able to connect my hobby with the Loomis land, sharing its wonder with our community. In particular, I feel that this project allowed me to "create innovative global and environmental solutions for the common good" by using ceramics as a medium to convey the idea of resource conservation and raise awareness about clay's environmental impact. I especially valued the opportunity to share my creative process, inspiration, and motivation with the Loomis community during the art show opening on May 1st. I also feel that this project pushed me to "seek and identify opportunities for collaboration." This project would not have been possible without the help of the Loomis physical plant, Mr. Karrat's feedback, or, of course, my partner Rachael. Through interactions with these people, I developed creativity, gained knowledge of different cultural ceramic pots, and transformed Loomis clay into beautiful artworks. Currently, the exhibit will continue to be on display for the next few weeks for visitors to drop by and learn about wild clay. However, Rachael and I plan to distribute these pots across campus afterwards, gifting them to the library, faculty, and other community members. This means that these pots will continue to carry their message across campus even after the exhibit. Overall, while the project was driven by a global and environmental focus, I love how it was also able to connect the Loomis community by pushing my audience to appreciate the land we live on.
GESC Reflection (150-300 words)
Since enrolling in the GESC two years ago (wow!), I have greatly expanded my perspective on global and environmental issues, gaining more love and passion for these topics than I began with. In my original statement of intent, I mentioned that the main reason I am drawn to GESC is for its environmental focus. Of course, I was able to study environmental and ecological issues during this program from opportunities like E-Mag, the Scandinavia IEP, and being an E-Proctor, but I believe that my main takeaway from the GESC was being able to connect environmental issues with societal/human/local/global topics. For instance, in my capstone project, I was able to connect the topic of resource conservation and the environmental impacts of clay mining with studies on the historical significance of clay across cultures. By making pieces that referenced traditional Greek, Korean, and Chinese ceramics using wild clay from Loomis's campus, I gained an enhanced understanding of ceramics from a combination of global, environmental, and local perspectives. Beyond the capstone project, I also appreciated that the GESC pushed me to learn about subjects I would've never otherwise explored. For instance, Comparative Religion opened my eyes to philosophical and religious thought in different cultures in Asia (for instance, Hinduism & India) and how they intersect and shape societies and civilizations. Overall, even though I began the GESC thinking that I would simply further enhance my existing interests, the program pushed me to expand my worldview and examine the connections between global & environmental topics I would have never discovered --- and I am extremely grateful for this experience.